Welcome to Mr. Keever's 7th-Grade Social Studies Classroom!
PARENTS/GUARDIANS: WE WOULD LOVE YOU TO HELP US PROVIDE BREAKFAST AND SNACKS DURING EOGS. PLEAS SIGN UP HERE: http://www.signupgenius.com/go/10c084eabab2ea5f85-eogsnacks
Links to Purchase a Stylus for Tablet:
http://www.amazon.com/gp/product/B00K9BD0Q6/ref=oh_aui_detailpage_o01_s00?ie=UTF8&psc=1Link to Purchase Samsung 2.0 Amp Tablet Charger
http://www.amazon.com/Original-Samsung-Charger-Adapter-Smartphones/dp/B00CF34B0A/ref=sr_1_10?ie=UTF8&qid=1431528128&sr=8-10&keywords=samsung+tablet+charger
http://www.amazon.com/Samsung-Universal-Travel-Charger-Smartphones/dp/B00C43ZH86/ref=redir_mobile_desktop?ie=UTF8&dpID=41ik%2BQARdGL&dpPl=1&keywords=samsung%20oem%20universal%20charger%20black&pi=AC_SY200_QL40&qid=1431528277&ref=plSrch&ref_=mp_s_a_1_1&sr=8-1
ANNOUNCEMENTS
Progress Reports and the attached Reflection Sheet must be turned in tomorrow, 5/12 - Tuesday, during LEAD for a Quiz grade! Please be sure to analyze your students' grades and review their reflection sheet.
Progress Reports will be handed out Friday 5/8! Each student is responsible for getting their progress report signed. All missing/late/absent work can be made up for up to a 90. If your students received a 60, then he or she did not turn in their work or for The Breadwinner, did not complete all of their required sections.
Weekly Update 5/4-5/8
Students will complete their exploration of the Bid Idea of Power and Human Rights in our Current Events Unit by learning about and trying to solve the global health problem of AIDS. Students will learn about the virus itself and come up with solutions to stop the spread of communicable diseases and create solutions to help those born with AIDS. On Wednesday, students will switch gears and focus on the global issue of water scarcity. Students will engage in hands-on activities emulating physical and economic water scarcity. Next week, students will begin a project that focuses on conservation, sustainment, and protection of our most precious natural resource.
Weekly Update 4/27-5/1
Students will analyze a Discovery Education Board about Nike and the controversy surrounding Nike's alleged unfair labor practices. Students will focus on Nike through the lens of economic power and how a company may allow human rights abuses to occur in order to make max profit. Also, students will continue to focus on the Big Ideas of Political, Economic Power and Human Rights: United Nations and US Intervention of Joseph Kony. As a class, we will investigate Joseph Kony, who he is, why his name came to global prominence, his alleged human rights abuses and how the United Nations and the U.S. is trying to intervene. This lesson will focus on the role of social media and students will discuss how social media can be used to influence those in power to take action.
4/20-4/21: Monday/Tuesday Assignment: "What is Power?" Challenge and Apartheid in South Africa
Students will form groups, watch a view video clips analyzing groups' struggle for power, and brainstorm guiding questions surrounding the idea of 'Power.' Students will learn about Nelson Mandela, social activism, and the S. African Anti-Apartheid Movement. Students will compare and contrast segregation and Jim Crow in the USA to Apartheid in S. Africa. The lesson will conclude with a wrap-up discussion of everything 'Power' related....
https://docs.google.com/a/wcpss.net/document/d/1I-ILoJt6GShue_IToIeTYdDBmqUyCxRa18qsCwI_1qE/edit?usp=sharingALL BREADWINNER SECTION WORKSHEETS ARE DUE MONDAY FOR 'A' DAY STUDENTS AND TUESDAY FOR 'B' DAY STUDENTS. THE WORKSHEETS WILL BE TURNED IN STAPLED TOGETHER AND GRADED AS A PACKET
TEST GRADE.=Weekly Update 4/13-4/17.
For this week, the students will continue their novel study. The students will complete their in-class reading of The Breadwinner. After reading each section, students will complete questions, journals, and essays surrounding the central themes of the book. Finally, the students will engage in a Socratic Seminar/Book Discussion. The blue hyperlinks to the right has a link entitled "April 6-17 The Breadwinner." This is where all worksheets/activities are uploaded and ready for access. Also, a PDF copy of the novel is located in this page.
Weekly Update 4/6-4/10
For this week, the students will focus on the current events' topic of human rights. Students will read a novel called The Breadwinner, which focuses on a young Afghan girl's story of survival. Students will focus on rights of women and how different groups violate rights because they believe in their own rights, customs, and traditions versus the United Nation's Universal Declaration of Rights and their own quest for power. Students will be quizzed at the end of every section of chapters.
Weekly Update 3/31-4/2
For this week, the students are wrapping up their investigation of the Cold War. Students will be completing their Gallery Walk (task = complete Gallery Walk and complete worksheet), review for the 3rd Quarter Benchmark, and take the 3rd Quarter WCPSS Benchmark on Wed/Thurs.
When students return from their 3-day weekend (NO SCHOOL FRIDAY), we will begin a novel unit reading and analyzing the novel entitled The Breadwinner, which focuses on a young girl's struggle to help her family survive in Taliban-controlled Afghanistan. The students will focus on human rights, violations of human rights, and how terrorist groups engage in genocide and mistreatment/punishment on minorities and women.
Weekly Update 3-23 - 3-27
For this week, the students will continue studying the Cold War and its effects on modern society. Since this is a short week, students will only be completing a Cold War Gallery Walk. This Gallery Walk will focus on students learning about the conflicts of the Cold War that did not involve actual wars such as the Bay of Pigs Invasion, Cuban Missile Crises, Berlin Airlift, the Space Race, Arms Race, and why the Cold War ended with the dismantlement of the USSR into 15 separate countries.
Weekly Update: 3/16-3/20
For this week, the students will begin their investigation of the Cold War! This unit will allow students to discover why the USA and the USSR had so much tension due to different political and economic structures. Students will investigate the "hot conflicts" within the "Cold War" such as the Korean, Vietnam, and Afghan Wars. Students will investigate the effects of the Cold War and the 'new Cold War' today between Russia (Putin) and the USA.
Classwork 3/16 (A-Day) and 3/19 (B-day)
For today:
Directions:
1. Watch the "Cold War Part 1" and the "Cold War Part 2" Flip Videos.
2. Take quality notes in your S-note or create a new Google Doc. Title the notes "Cold War."
3. Also, once you complete the flip videos, complete the Cold War Illustrated Vocabulary Worksheet.
3A. For the worksheet, you need to research the definitions, read about them and why they are important to the Cold War, then write out the definition and draw an image to visualize the definition.o
Cold War Pt. 1 =
https://www.youtube.com/watch?v=7ORVWvXw8F0
Cold War Pt. 2 = https://www.youtube.com/watch?v=n1iwuNlHE9Q
QUIZ!!!
When: Friday, 3/13!
What: "New Nations Emerge after WWII"
1. African Decolonization (The Causes and Effects)
2. Gandhi and Independence and Partition of India
3. Creation of Israel (Israel - Palestine Conflict).
Weekly Update 3/9-3/13
For this week, the students are continuing their studies of the Post-World War II world. Students are finishing their study of the Decolonization of Africa (see assignment below), Gandhi and the Independence and Partition of India, and the creation of Israel and the conflict between Israel and Palestine. The big focus for this week is "How does religion cause conflict between groups and how has this led to wars and crises from the past to modern day?"Monday 3/9-3/10 Classwork Assignment
- DIRECTIONS: Watch the first link to understand the conflict surrounding India Independence after WWII. Watch the ScreenCast "Independence of India" and complete the guided video questions under the Google Doc "Independence of India worksheet." After answering the questions, read the speeches made by Gandhi where he speaks out against the separation of India into two nations and listen to Jinnah's speech promoting and supporting the separation of India and other leader's of India's viewpoints. Complete the questions on the Google Doc. Finally, write a position paper taking a stance on whether or not India should have been divided. Support your position with historical details. REQUIRED = COMPLETE STEPS 1-6, COMPLETE WORKSHEET. Bonus/Enrichment activity is "India's Caste System" flip video.
- Link to Independence of India DE Board -
https://app.discoveryeducation.com/player/view/assetGuid/EE5A0969-EACC-5771-6806-D686317DA6BE
Wed 3/4 and Thurs. 4/5 Assignment:
African Decolonization:Directions: Go to Discovery Education Board linked below. Follow all directions.
1. Watch Flocab Video, Read lyrics, answer questions posted on Discovery Ed Board located on the Google Doc link "African Decolonization."
2. Watch 'African Decolonization' ScreenCast - answer questions in Google Doc.
3. Upload to Google Classroom and 'turn in.'
African Decolonization DE Board
African Decolonization ScreenCast video
https://drive.google.com/a/wcpss.net/file/d/0Bx56QOhaxUdDOU52X0trbGk4SlU/view
World War II QUIZ!!!
When: next Wednesday/Thursday!
What to Study For:
World War II quiz!!! When: Wednesday/Thursday 2/23-24World War II Study Guide - This explains what to know on the test.
You should review all 4 Flip Video Notes under your assignments under Google Classroom, your Road to War video/notes, and your Russian Revolution video notes. *I have provided the Discovery Ed link below for access to the flip videos (if these do not work then scroll down to flip video assignments). Also, I have provided the STUDY GUIDE for the World War II test.
Links to all 4 World War II Flip Videos (Remember, login to Discovery Ed is "WCPlunch#" and password is "lunch#" - https://app.discoveryeducation.com/player/view/assetGuid/B27FB162-AB42-1030-AB17-E7DCB433049A
*Early Release this Friday, 2/13!!!
Weekly Update: 2/9-2/13
For this week, the students are working on an individual project for World War II. Each student will be assigned or pick a different topic. The goal is to create a final product that will be presented to the class (student will provide oral presentation to complement electronic/physical final product). The project will count as a test grade. Research/Answering Essential Question = 30 points, 20 points of Bibliography (2 source minimum), 50 points final product (graded on quality, aesthetic quality, answered all questions, provided additional info, etc.) Students should work on project at home, if needed, in order to have project 'ready' to turn in on Friday.
Attention Parents and Guardians: 2/5
Please make sure your student is checking his or her tablet every single day, specifically checking their Google Calendar and teacher websites. Many students are not completing their assignment work to finish at home or their homework assignments. The purpose of the tablet is multi-functional, one to provide internet access at home so students can extend their learning, but also as an organizational tool. Please keep your student accountable that he or she is completing the work required of them. The benefit of the tablet and for my class, which is now using Google Classroom, is that Google Classroom allows the students to visually see if they have not turned in an assignment, know when the assignment is due, etc. Thank-you for supporting your child's education.
Mr. Keever
HOMEWORK for Monday 2/2 for 1-2A Class (1st period) -
For 1-2A, you should watch "The Road to War" documentary (located in your Google Classroom page under the 'Introduction to WWII' assignment) and complete the worksheet (guided video questions) - DUE WEDNESDAY.
For all other classes, you should watch the flip video "The Events of WWII" (located in your Google Classroom page under the 'Introduction to WWII' assignment, click on the Discovery Ed link, log-in using your login "wcplunch#" and password "lunch#") and take notes in your S-Note on your tablet. There will be a quiz when you enter class on Wed. or Thurs.
Week of 2/2-2/6
For this week, the students are beginning their investigation into WWII. Students will watch 4 Flip Videos concerning the Causes, Events, and Consequences of WWII. Students will analyze several video documentaries about the war and learn about the important people, places, and events surrounding the War.
The Discovery Education Board for the war and all directions are located at this link - https://app.discoveryeducation.com/player/view/assetGuid/B27FB162-AB42-1030-AB17-E7DCB433049A*Students are taking the 3rd Quarter Wake County Benchmark this Wed. and Thurs.* Students must use the C.U.T.E. Strategy on the test for a Quiz grade.
Circle what the question is asking.Underline important text
Translate the question into your own words
Eliminate answer choices
Weekly Update 1/26 - 1/30
To All:
For this week, the students are wrapping up their study of World War I. The students completed 3 assignments:1. Russian Revolution notes - located on the blue hyper-linked tabs as "Russian Revolution."
Directions:
Students are to watch the video and take notes in their tablets using the "S-Note" function, then upload the notes to my new Google Classroom site where the assignment is located, and "Turn In" the assignment.
2. WWI Propaganda Questions -
Directions:Students are to analyze the WWI Propaganda Powerpoint and answer the following questions:
1. What is Propaganda?
2. Why and how is propaganda used?
3. How can propaganda be effective?
4. PICK 1 POSTER FROM THE POWERPOINT FOR EACH PROPAGANDA STRATEGY LISTED BELOW. FOR A THROUGH E, DESCRIBE HOW THE POSTER SHOWS THE TYPE OF PROPAGANDA...SEE EXAMPLE...
(For example, I would write, "E. The poster where the little girl is asking the Dad what he did in the war while the little boy is playing with toy soldiers in an example of the Guilt Propaganda strategy" -
A) Appeal to Authority/Patriotism
B)Appeal to fear
C)Appeal to Nationalism
D)Demonizing the enemy
E)Guilt
3. HOMEWORK (DUE Wednesday for "A" day and Thursday for "B" day) - Create a World War 1 Propaganda Poster
Create a WWI Propaganda Poster and turn in to HW assignment on Google Classroom by picking and using 1 of the 5 Propaganda strategies: Appeal to authority/patriotism, Appeal to FEAR, Appeal to Nationalism, Demonizing the Enemy, or GUILT.
a. Hint, you can draw an image, take a pic of it on tablet, upload to Google Classroom…you can draw one on the tablet, save as image, upload it…etc. You could also draw/create a WWI Propaganda Poster on paper, take a picture of it with your tablet, then upload it to Google Drive, then "ADD" the file to your assignment page on Google Classroom, then press "turn in."
TEST CORRECTIONS DUE FRIDAY!!!
To All:
Graded "Age of Industrialism, Nationalism, and Imperialism" Unit Tests will be handed back on Wed/Thurs. ALL TEST CORRECTIONS MUST BE COMPLETED AND TURNED IN ON FRIDAY IN ORDER TO RECEIVE 1/2 OF THE POINTS YOU MISSED.
Directions for Test Corrections:
1. On a SEPARATE sheet of notebook paper, write out the new answer choice you are choosing. Then, you must write a sentence explaining why you chose the new answer using evidence from the text, passage, list, chart, or previous knowledge.
For example, if you chose "D" originally and the answer was wrong, and now you are choosing "A," you should write.... A - I chose "A" b/c in the graph it shows that women and children were paid less than men, so owners would want to hire more women and children than men in order to make the most profit.
Week of 1/12-1/16:
For this week, the students will build upon their knowledge of European nationalism and imperialism and focus on the causes, events, and effects of World War I. Students will understand how and why the war started, how alliances led to the War being called "The Great War" or "War to End All Wars," and the effects of the War on citizens, borders, leadership, and how the treaty that ended WWI and the lack of support for Woodrow Wilson's "Fourteen Points" set the stage and allowed for conditions for another World War to follow only 20+ years later.
UNIT TEST AUDIO FILE
YOUTUBE LINK TO LISTEN TO TEST -
http://youtu.be/OR8jguV5ns8
*UNIT TEST FRIDAY!!!*
- Study:
- Economic Vocabulary Terms
- Different Types of Economies (Traditional, Market (Capitalism), Mixed (Socialism), and Command (Modern Communism)
- Industrial Revolution (Urbanization, Push/Pull Factors, Negative and Positive Effects (Ex. Child Labor (-) and Better Medical Treatment (+).
- Unification of Germany and Italy
- Scramble for Africa
- Britain Imperialism in India
Weekly Update 1/5-1/9
For this week, the students will wrap up their unit, "The Age of Industrialism, Imperialism, and Nationalism." This unit covered the causes and effects of the Industrial Revolution, how the Industrial Revolution fueled growing feelings of nationalism of European countries, which led to the beginnings of revolutions/wars to dismantle the old European empires in favor of independent countries made up of a unified culture/ethnicity (Ex. Germany and Italy). Also, during this time period, countries began expanding their own colonial claims throughout the world in the march towards Charles Darwin's theory of Social Darwinism, or "survival of the fittest," which led to the scramble for European countries such as Belgium, France, Germany, Spain, the Dutch, and Great Britain to conquer and begin exploiting as much African land as possible. Also, students covered the specific case of South Africa, where Great Britain defeated the indigenous Zulu population, then fought the Boers (Dutch) for control and ownership of the African land, which led to Apartheid, which we will learn about in our last unit.Weekly Update 12/15-12/19
For this week, the students will continue their investigation into the Age of Industrialism and Nationalism. Students will learn basic economic concepts, understand the differences between nationalism and patriotism, and learn how the rise of nationalism created dismantled empires in Europe and created unified countries of a single cultural/ethnic group in Italy and Germany, which precluded the start of WWI.
*Stem QUIZ MONDAY (A-DAY) and TUESDAY (B-DAY)**
Homework for Wed./Thurs. (12/10-12/11)
Write a sentence using the example word you wrote for an example of the Stem words. Ex. The distance from North Carolina to the Equator is almost a thousand miles.
Classwork Wednesday and Thursday
The Industrialization packet can be completed (if you do not finish in class) by clicking on the textbook link and start with Chapter 25.
http://jmcentarfer.tripod.com/textbook.htmHomework for Monday/Tuesday (12/8-12/9):
Copy Stem words, write a word for each Stem, then write the definition of the word you choose.
| dis |
away |
| equi |
equal |
| extra |
beyond |
| inter |
between |
| intra |
within |
| intro |
into |
| mal |
bad |
| mis |
bad |
Weekly Update - 12/8-12/12
To All:
For this week, the students will begin a new unit, "The Age of Industrialism and Nationalism." For this unit, the students will begin by learning basic economic concepts and vocabulary, begin to understand the different economic systems (traditional, market, mixed, and command economies), and learn about the causes of the Industrial Revolution and its effects (Ex. Child Labor, creating of government protections on work weeks, etc.)
Homework for Monday/Tuesday 12/1-12/2!!!
Students were the given 7 Stem words to study for a Quiz on Friday.
Task: Copy the Stem words and their meaning. Write a word and definition for the word for each stem. (Ex. bi = bifocals. Definition = glasses with two lenses that enhances someone's far and near vision.
| Stem |
Definition |
Word with Stem |
Definition of the word you chose |
ante |
before |
||
anti |
against |
||
bi |
two |
||
circum |
around |
||
com |
together |
||
con |
together |
||
de |
down |
Weekly Update 12/1-12/5
For this week, the students are wrapping up their Age of Revolution Group Project in a challenge-based format, "Is a 2nd American Revolution Inevitable?" The final products will be a video documentary using Windows Movie Maker.
Also, PROGRESS REPORTS WILL BE SENT OUT ON FRIDAY, 12/5.
Weekly Update - 11/24-11/25
To All:
For this week, the students are continuing to work collaboratively in groups on their 2nd Quarter Project. Students are predicting whether a 2nd American Revolution is inevitable by looking at several specific controversies/issues/group that want to change the government today. Students will predict whether one of these conflicts with turn into a revolution using their knowledge of past revolutions (American, French, Latin American) and current government structure, ability to make change within the system, etc.
The final product will be the creation of a newscast (video documentary) using Windows Movie Maker. This is their 2nd Project using the video editing software program in an effort for every student to be proficient using video editing technology that will be beneficial to their later academic careers and the working world as well.
*Progress Reports will be sent out the week after the Fall Break.*
HOMEWORK!!! MON/TUES 11/17-11/18
Directions: Write at least a paragraph in your notebook answering the Big Idea Question:
"How did the Enlightenment Period affect the American and French Revolutionaries? What ideas from the Enlightenment influenced the revolutionaries to use as reasons to start their revolutions???"
Weekly Update - 11/17-11/21
For this week, the students are taking the Age of Revolutions Quiz that was announced last Monday/Tuesday (Students wrote the upcoming quiz announcement in their Agendas). Also, the students are beginning their 2nd Quarter Project. This project is structured in a Challenge-based Learning Format. Students are taking their knowledge of the American, French, and Latin American Revolutions to answer the challenge question, "Is a 2nd American Revolution Inevitable?" Students will analyze current controversial subjects such as the Occupy Wall Street Movement and use their knowledge of past revolutions and how are framers set up our government structure and create a newscast using Windows Movie Maker documenting their research and hypothesis. This will be the 2nd project where the students are enhancing their video editing skills to create a final product.
LEAD SURVEY -
https://docs.google.com/forms/d/1rx0MZyuEs49I0jhxrvSxU4VvDnJxpMKduvKb_RVqBXA/viewform?c=0&w=1&usp=mail_form_linkWeekly Update - 11/10-11/14
For this week, the students will continue their investigation into the Age of Revolutions. Last week, the students focused on the causes and effects of the American Revolution. Students learned how the Enlightenment Philosophers' ideas of challenging the absolute power of the monarchies in Europe and creating the foundations of democratic governments (all people free and equal, separation of powers, electing leaders, etc.) fueled the fires of revolutionaries (Sons of Liberty) in the 13 Colonies, which led to the eventual Declaration of Independence and war with Great Britain. Students will learn how the people of France used the successes of the American Revolution to fuel their own revolution to overthrow and execute the King of France, King Louis XVI. Students will compare and contrast the American and French Revolution, focusing on the goals, actions, process, and products/effects. Also, students will learn about the Mexican War of Independence and other Latin American Independence movements to wrap up the week.
Homework - 11/03-11/04 (Watch Flip Videos and take notes)
Rise of the End of Absolute Monarchs -
http://www.youtube.com/watch?v=j38lrjJWx0Y&feature=youtu.be
Causes of the American Revolution - https://www.youtube.com/watch?v=kGElbcj-Ngc
Task: Watch Videos and take quality notes in your notebook!
Due on Wednesday for A-Day and Thursday for B-day students!!!
Weekly Update (11/03-11/07)
For this week, the students will begin a new unit, "The Age of Revolutions." Students will take their knowledge gained from the last unit, "The Age of Absolutism and Enlightenment" and understand how American, French, and Latin American Revolutionaries used the ideas of the Enlightenment Philosophers that challenged the accepted ideas of absolute monarch and Divine Right, and promoted freedom of speech, religion, separation of church and state, division of government branches, and eventually fueled and sparked the American and French Revolution.
For this unit, students will start and end with the challenge question "Is a 2nd Revolution inevitable?" Students will first begin the unit by answering questions based on the Guiding Question, "What do we need to start a revolution?" Also, to get students thinking about the process beginning a revolution and the action steps taken to achieve the end goal, students will work in groups to 'revolutionize' our school, state, and national cafeteria menu. Once students are in the revolution mindset, they will examine and the causes and effects of the American, French, and Latin American Revolutions. Finally, students will take all of this knowledge and create a final product in the form of a Movie Maker (extending and enhancing their skills gained from the 1st Quarter Atlantic Slave Trade Project) by answering the question "Is a 2nd Revolution inevitable?"
Weekly Update (10/227-10/31)
For this week, the students are taking the 1st Quarter WCPSS Social Studies Benchmark. Students will take the exam on Monday/Tuesday. On Thursday/Friday (no school Wed. due to Teacher Workday), students will work in pairs to retake the test and answering questions by thoroughly explaining why they chose the answer in sentence form. This allows students to debate answer choices and explain using textual evidence and their knowledge gained from class to understand the process of how to chose the correct answer and why is it the correct answer. Students are learning the test-taking strategy C.U.T.E. (Circle what the question is asking, Underline important text, Translate the question into your own words, and Eliminate answer choices) which will be beneficial for every class in their academic futures as a tool to improve their overall test performance.
Weekly Update (10/20-10/24)
For this week, the students will be wrapping up their investigation of the Age of Enlightenment. On Mon/Tues, the students will complete a short "Age of Enlightenment" QUIZ that was announced last week. Also, students will write a letter role-playing as an Enlightenment Philosopher in a letter to the absolute monarch King Louis XIV. This will be due at the beginning of class on Wed/Thurs. On the last half of the week, students will be working in collaborative groups to review past exams in preparing for next week's WCPSS 1st Quarter Social Studies Benchmark, that the students will complete next week on Mon/Tues.
Two Flip Video to watch in class -
Age of Absolutism -https://www.youtube.com/watch?v=NVhvBluphtM
Homework (10/14-10/15, Wed/Thurs) - On a blank sheet of paper (or on same page as "Age of Absolutism" Flip Video), watch flip video and take notes on each Enlightenment Philosopher
Enlightenment Philosopher's - http://youtu.be/OqGpiijZU4MHomework (10/13-10/14, Mon/Tues) - If you did not finish in class, please finish watching the flip video "Absolute Monarchs" and complete the Absolute Monarch Notes Chart (worksheet, Assn. #18). -
https://www.youtube.com/watch?v=-dFneQcJPXI&feature=youtu.be&hd=1Weekly Update (10/13-10/17)
For this week, the students will be beginning a new unit, "The Age of Enlightenment." The students will complete activities focusing on understanding the accepted idea of Divine Right of Kings, which allowed rulers to be all-powerful, or Absolute Monarchs, and anyone or a group questioning their rule or the authority of the church would be punished. The students will investigate why the Enlightenment Philosophers began to challenge the authority of those that ruled them and how their writings and speeches eventually sparked the movement towards individual freedom, aka democracy. Finally, the students will learn how revolutionaries of the 13 Colonies used the Enlightenment Philosopher's ideas as the spark to start and substantiate the American Revolution, the war of independence from the King of England.
Homework for Wed/Thurs (A-day/B-day) - 10/8 - 10/9...due Friday!
Write a Reflection about your Atlantic Slave Trade Project –
(What did you learn?...How was the overall process of creating the video?...What were some obstacles/challenges along the way?...What tasks went well?...What would you do different next time?...What are some suggestions to the teacher?...Did you like the project, why or why not?)
Weekly Update 10/6-10/10
For this week, the students are completing their Trans-Atlantic Slave Projects. The final product for each group will be a video using Windows Movie Maker. The goal of the project is for each group to "tell the story" of their assigned part of the Atlantic Slave Trade.
Weekly Update 9/29 - 10/3
For this week, the students will be working on their 1st Quarter Project, The Trans-Atlantic Slave Trade Mural Project. Each group will be assigned a specific topic surrounding the Atlantic Slave Trade and will complete a video mural project of their assigned topic using Windows Movie Maker.
*PROGRESS REPORTS FOR ALL CORE CLASSES WILL BE SENT OUT ON FRIDAY, SEPT. 26TH.*
Weekly Update 9/22-9/24
- Unit 2 Age of European Colonization
For this week, the students will be investigating the European Colonization of North America. Specifically, the students will learn about France and Great Britain and why they colonized North America. Students will understand the causes and effects such as the 7-Year War, aka the "French and Indian War" and be able to explain how Great Britain came to dominate the New World. Also, students will learn about the European's economic policies of mercantilism and how Triangle Trade developed out of mercantilism between the Americas, Europe, and Africa.
Unit 1 Age of European Exploration Test Corrections due no later than Wednesday 9/24!
Remember, in order to receive half the points you missed on the test...
1. Watch the video below.
2. Write a sentence as to why you chose your original answer.
3. Write a sentence as to why you are choosing the new answer (explain fully with evidence from passage, worksheets, learning in class, etc).
Tutorial Video on how to complete Test Corrections -
https://www.youtube.com/watch?v=y6foG0ruE-0
Homework - 9/15-9/16 - Answer the following "Why Colonize?" journal entry for homework:
"Imagine you are the ruler of the empire of Spain during the 1600’s. Where would you want to send explorers on expeditions? Why would you want to send them there? Since your home country is geographically small, yet you must meet the needs of all of your citizens, what kinds of goods and resources do you need or desire? What steps will you take to make sure you keep the land you explored? What are your personal desires? Remember, you are competing against other world powers such as France & Britain."
Weekly Update - 9/15-9/19
For this week, the students will begin their study of the Age of European Exploration. Specifically, the students will create their own colony in groups, focusing on choosing their geographical location, government, economy, etc. to understand why civilizations and cities where built in specific locations. Also, students will analyze the colonization of Africa by playing a game called "Scramble for Africa" focusing on the desire for resources. Finally, students will analyze documents pertaining to European Colonization.
Homework - 9/8-9/9
Add to Vocabulary Words - Define and circle/underline Synonym
6. Conquistador
7. Convert
8. Encomienda System
9. Columbian Exchange
10. Epidemic
*Add these words to your first 5 Age of Exploration Vocab List
This will be checked for a homework grade!!!
Thanks, Mr. Keever
UPCOMING SOCIAL STUDIES TEST UPDATE*
Topics Covered: Age of Exploration
When: Friday, September 12 (9/12)
How to Study: Review worksheets (Song/Video Centers, Age of Exploration Reading Centers, Columbian Exchange Video Questions, and STUDY GUIDE (you will complete on Wed/Thurs)
Weekly Update - 9/8-9/12
This week, the students will continue their investigation into the Age of Exploration. Students will complete their Age of Exploration Reading Centers Packet, review all worksheets, and complete a Study Guide to prepare for their first Unit Test on Friday, 9/12.
Weekly Update - 9/2-9/5
This week, the students will begin their investigation into the Age of Exploration (1400-1600), focusing on European explorers exploration, colonization, conquest, and imperialistic actions to convert the natives and eventually forcing slavery upon the natives, who subsequently died from European-brought diseases during the Colombian Exchange. Students will work in groups to analyze a Flocab song, two 'flip' videos, and answer questions based on a reading.